Setting aims

An aim is a general statement, which attempts to give both shape and direction to a set of more detailed intentions for the future. They are not so specific as objectives. Also, they are usually written in terms of what the trainer or teacher will do, rather than what the learners will do (objectives), by the end of the course.

Aims are sometimes broken down into long-term, medium-term and short-term aims. Aims ultimately give rise to more specific statements – these are the objectives or learning outcomes.

Everyone has broad aims. A simple example is what someone intends to do on a particular day, e.g. ‘I am to finish preparing my notes for tomorrow’s teaching session’. An educational programme will also have an overall aim, in order to provide shape and direction. If a teaching programme is very big, then there will probably be a stated aim for each subject area in a course. There may even be an aim for each particular lesson or session or teaching session.

There is a lot of discussion about whether aims are needed at all. Some trainers feel that the objectives are all that is needed. Others believe, however, that aims are required precisely because they guide the preparation of the objectives. Still others say that, if your aims are good enough, there is no need to be more specific when planning. Systematic planners usually develop objectives from the stated aims to a high level of specificity. Those using the process approach often feel happy only with aims.

How specific should aims be? Some trainers believe that aims should be very general, whilst others would set ‘long-term’, ‘medium-term’ and ‘short-term’ aims.

When developing a curriculum, aims can be written at different levels. For example, there may be one or several aims for a course. This course may be made up of subjects for which aims may also be written. Individual lessons or training sessions are also likely to be based on particular aims.

Example : AIM of a course for farmers on trees for soil conservation

To provide the necessary knowledge and skills to farmers so that they can manage agroforestry trees and technologies for soil conservation purposes while at the same time improve their crop yields.

a broad statement which gives a general direction or guidance to a teaching or training programme.

a guide for learning which integrates the philosophy and orientation of a trainingprogramme, expected learning outcomes, key content, methodology and evaluation for the teaching and learning process.

A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit)